Chapter 1 an Introduction to Trauma and Health
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Trauma-Focused Cognitive Behavioral Therapy for Children in Foster Care: an Implementation Manual
Trauma-Focused Cognitive Behavioral Therapy for Children in Foster Care: An Implementation Manual Esther Deblinger, Ph.D. Anthony P. Mannarino, Ph.D. Melissa K. Runyon, Ph.D. Elisabeth Pollio, Ph.D. Judith Cohen, M.D. Preparation of this manual was supported by the Substance Abuse and Mental Health Services Administration (SAMHSA) National Child Traumatic Stress Initiative (NCTSI) Grant #54319 to Allegheny Singer Research Institute. Staff members from NCTSN sites who offer services to children and their caregivers in the foster care system participated in a series of calls to generate important topics to consider when offering TF-CBT to the foster care population. The authors gratefully acknowledge the valuable contributions of the following participating NCTSN Community Treatment (Category III) Centers: Family Services of Rhode Island, Providence, RI Kempe Center, Denver, CO Mt. Hope Family Center, Rochester, NY The Children’s Center, Salt Lake City, UT University of Kentucky, Lexington, KY University of Massachusetts, Worcester, MA 1 Table of Contents Introduction …………………………………………………………………………………………..3 Applicability of TF-CBT for Children in Foster Care…..……...…………………………………….4 Clinical Application of TF-CBT with Children Foster Care ………………………………….........10 Review of TF-CBT Core Components ……………………………………………………………..11 Barriers to Effective Treatment for Children in Foster Care ...…………………………………….15 Engaging the System in Implementation of TF-CBT …………………………………………........17 Engaging Foster Parents in TF-CBT………………………………………………………………..20 Legal -
Legion HANDBOOK D10944
THE OFFICIAL HANDBOOK OF THE LEGION OF MARY PUBLISHED BY CONCILIUM LEGIONIS MARIAE DE MONTFORT HOUSE MORNING STAR AVENUE BRUNSWICK STREET DUBLIN 7, IRELAND Revised Edition, 2005 Nihil Obstat: Bede McGregor, O.P., M.A., D.D. Censor Theologicus Deputatus. Imprimi potest: ✠ Diarmuid Martin Archiep. Dublinen. Hiberniae Primas. Dublin, die 8 September 2005 ACKNOWLEDGMENTS: Excerpts from the English translation of The Roman Missal © 1973, International Committee on English in the Liturgy, Inc. All rights reserved. Translation of The Magnificat by kind permission of A. P. Watt Ltd. on behalf of The Grail. Extracts from English translations of documents of the Magisterium by kind permission of the Catholic Truth Society (London) and Veritas (Dublin). Quotation on page 305 by kind permission of Sheed and Ward. The official magazine of the Legion of Mary, Maria Legionis, is published quarterly Presentata House, 263 North Circular Road, Dublin 7, Ireland. © Copyright 2005 Printed in the Republic of Ireland by Mahons, Yarnhall Street, Dublin 1 Contents Page ABBREVIATIONS OF BOOKS OF THE BIBLE ....... 3 ABBREVIATIONS OF DOCUMENTS OF THE MAGISTERIUM .... 4 POPE JOHN PAUL II TO THE LEGION OF MARY ...... 5 PRELIMINARY NOTE.............. 7 PROFILE OF FRANK DUFF .......... 8 PHOTOGRAPHS:FRANK DUFF .......facing page 8 LEGION ALTAR ......facing page 108 VEXILLA ........facing page 140 CHAPTER 1. Name and Origin ............ 9 2. Object . ...............11 3. Spirit of the Legion . ...........12 4. Legionary service ............13 5. The Devotional Outlook of the Legion .....17 6. The Duty of Legionaries towards Mary .....25 7. The Legionary and the Holy Trinity ......41 8. The Legionary and the Eucharist .......45 9. -
Historic District Design Standards Were Produced with Participation and Input from the Following Individuals and Committees
Center Street Historic District Design Standards ACKNOWLEDGMENTS The Logan Center Street Historic District Design Standards were produced with participation and input from the following individuals and committees: Steering Committee: Municipal Council: o George Daines o Holly Daines o Kristan Fjeldsted o Tom Jensen* o Jeff Gilbert o S. Eugene Needham o Heather Hall o Herm Olsen o Jonathan Jenkins o Jeannie Simmonds* o Gene Needham IV *Indicates participation on the Steering Committee o Chris Sands o Gary Saxton Logan City: o Evan Stoker o Mayor Craig Petersen o Katie Stoker o Michael DeSimone, Community Development o Russ Holley, Community Development Historic Preservation Commission (HPC): o Amber Pollan, Community Development o Viola Goodwin o Aaron Smith, Community Development o Tom Graham* o Debbie Zilles, Community Development o Amy Hochberg o Kirk Jensen, Economic Development o David Lewis* o Keith Mott IO Design Collaborative o Gary Olsen o Kristen Clifford o Christian Wilson o Shalae Larsen o Mark Morris Planning Commission: o Laura Bandara o David Butterfield o Susan Crook o Amanda Davis Adopted __________ o Dave Newman* o Tony Nielson o Eduardo Ortiz o Russ Price* o Sara Sinclair TABLE OF CONTENTS Background Chapter 1 Introduction 6 Chapter 2 Historic Overview of Logan 6 Chapter 3 The Value of Historic Preservation 8 3.1 Historic Significance 9 3.2 Benefits of Historic Preservation 9 3.3 Sustainability 10 Chapter 4 Four Treatments of Historic Properties 11 Chapter 5 Preservation Incentives 12 Chapter 6 The Design Standards 14 6.1 Purpose 14 6.2 How to Use 14 Chapter 7 The Historic Preservation Committee & Project Review 15 7.1 The Committee 15 7.2 Project Review 15 Design Standards Chapter 8 Residential 19 8.1 Residential Historic Overview 19 8.2 Building Materials & Finishes 20 8.3 Windows 23 8.4 Doors 25 8.5 Porches & Architectural Details 26 8.6 Roofs 27 8.7 Additions 28 8.8 Accessory Structures 30 8.9 General 31 8.10 Design for New Construction & Infill 36 TABLE OF CONTENTS cont. -
The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans" (2014)
Loma Linda University TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works Loma Linda University Electronic Theses, Dissertations & Projects 9-2014 The ffecE ts of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans Alyson C. Hermé Follow this and additional works at: http://scholarsrepository.llu.edu/etd Part of the Clinical Psychology Commons Recommended Citation Hermé, Alyson C., "The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans" (2014). Loma Linda University Electronic Theses, Dissertations & Projects. 378. http://scholarsrepository.llu.edu/etd/378 This Thesis is brought to you for free and open access by TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. It has been accepted for inclusion in Loma Linda University Electronic Theses, Dissertations & Projects by an authorized administrator of TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. For more information, please contact [email protected]. LOMA LINDA UNIVERSITY School of Behavioral Health in conjunction with the Faculty of Graduate Studies ____________________ The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans by Alyson C. Hermé ____________________ A Thesis submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Clinical Psychology ____________________ September 2014 © 2014 Alyson C. Hermé All Rights Reserved Each person whose signature appears below certifies that this thesis in his/her opinion is adequate, in scope and quality, as a thesis for the degree Doctor of Philosophy. , Chairperson Kendal C. Boyd, Associate Professor of Psychology Sylvia Herbozo, Assistant Professor of Psychology Lois V. Krawczyk, Clinical Psychologist, VA Boston Healthcare System David A. -
Lenovo Legion Tower 5 (26L, 5)Hardware Maintenance Manual About This Manual
Lenovo Legion Tower 5 (26L, 5) Hardware Maintenance Manual First Edition (August 2020) © Copyright Lenovo 2020. LIMITED AND RESTRICTED RIGHTS NOTICE: If data or software is delivered pursuant to a General Services Administration “GSA” contract, use, reproduction, or disclosure is subject to restrictions set forth in Contract No. GS- 35F-05925. Contents About this manual . iii Chapter 6. Troubleshooting, diagnostics, and recovery . 47 Chapter 1. Important safety Basic procedure for resolving computer information. 1 problems . 47 General safety . 1 Troubleshooting . 47 Electrical safety . 2 Startup problems . 48 Safety inspection guide . 3 Audio problems . 49 Handling electrostatic discharge-sensitive Network problems . 50 devices . 4 Performance problems . 52 Grounding requirements . 4 Storage drive problems . 53 Safety notices (multi-lingual translations) . 4 CD or DVD problems . 53 Serial connector problems . 54 Chapter 2. Important service USB device problems . 54 information. 27 Software problems. 55 Strategy for replacing FRUs . 27 Diagnostics . 55 Strategy for replacing a hard disk drive or a solid-state drive . 27 UEFI diagnostic program . 55 Important notice for replacing a system Lenovo Vantage . 56 board . 27 Recovery . 56 How to use error codes . 27 Restore system files and settings to an earlier Strategy for replacing FRUs for CTO, special-bid, point . 56 and standard models. 28 Restore your files from a backup . 56 Product definition . 28 Reset your computer . 56 FRU identification . 28 Use advanced options . 57 Windows automatic recovery. 57 Chapter 3. Product overview . 29 Create and use a recovery USB device . 57 Front . 29 Create and use a recovery USB device . 58 Top . 30 Update the device driver . -
The Promise and Practice of Trauma Informed Care
RESPONDING TO CHILDHOOD TRAUMA: THE PROMISE AND PRACTICE OF TRAUMA INFORMED CARE Gordon R. Hodas MD Statewide Child Psychiatric Consultant, Pennsylvania Office of Mental Health and Substance Abuse Services February 2006 2 TABLE OF CONTENTS INTRODUCTION 5 PART I: THE CHALLENGE OF CHILDHOOD TRAUMA 7 WHAT IS TRAUMA? 7 A SYNOPSIS OF CHILD DEVELOPMENT AND DIFFERENTIAL RESPONSES TO TRAUMA 8 Characteristics of the Individual child 8 Age of the Child 8 Past Exposure to Trauma 9 Presence of Pre-Existing Mental Health Problems 9 Nature of Pre-Trauma Support 10 Other Circumstances Compromising Development 10 Characteristics of the Trauma Exposure 10 Proximity to the Trauma 10 Specific Type of Trauma 10 Gender 11 Relationship to the Perpetrator 12 Severity, Duration, and Frequency 12 Chronicity 12 Post-Trauma Factors 12 Early Intervention 12 Social Support and Social Responses 13 Response to Interventions and Degree of Symptom Resolution 13 RISK AND PROTECTIVE FACTORS RELATED TO CHILD MALTREATMENT 14 THE MAGNITUDE OF THE PROBLEM OF TRAUMA 15 Prevalence and Frequency of Trauma 16 Medical and Physical Health Consequences 17 Consequences Related to Child Psychiatric Disorders 19 Consequences Related to Adult Psychiatric Disorders 20 Consequences Related to Juvenile and Criminal Justice 20 Other Social Consequences for Women 22 Under-Diagnosis, Misdiagnosis, and Inappropriate Interventions 22 Subtle Psychological effects of Trauma on Children 24 A CLOSER LOOK AT SUBTLE PSYCHOLOGICAL EFFECTS 24 OF TRAUMA ON CHILDREN Behaviors of Concern That Have Been -
Trauma-2020.Pdf
© Mind 2020 Trauma Explains what trauma is and how it affects your mental health, including how you can help yourself, what treatments are available and how to overcome barriers to getting the right support. Also includes tips for people who want to support someone who has gone through trauma. If you require this information in Word document format for compatibility with screen readers, please email: [email protected] Contents What is trauma? ................................................................................................................... 2 How could trauma affect me? .............................................................................................. 4 How can I cope right now? .................................................................................................. 8 How can I cope in the long term? ....................................................................................... 10 What treatments could help? ............................................................................................... 14 How can I overcome barriers? ............................................................................................ 17 How can other people help? ............................................................................................... 19 Useful contacts ................................................................................................................... 23 1 © Mind 2020 What is trauma? Going through very stressful, frightening or distressing events is sometimes -
Childhood Trauma
Occupational Therapy’s Role in Mental Health Promotion, Prevention, & Intervention With Children & Youth Childhood Trauma Did you know… OCCUPATIONAL THERAPY PRACTITIONERS use meaningful activities to promote physical and mental health and well-being. Occupational therapy practitioners focus on participation in A report of a child abuse is made the following areas: education, play and leisure, social activities, activities of daily living (ADLs; every 10 seconds (Childhelp, n.d.). e.g., eating, dressing, hygiene), instrumental ADLs (IADLs; e.g., preparing meals or cleaning up, caring for pets), sleep and rest, and work. These are the usual occupations of childhood. Task Occupational Performance analysis is used to identify factors (e.g., motor, social–emotional, cognitive, sensory) that may Children who experience trauma may be challenged in limit successful participation across various settings, such as school, home, and community. the following ways: Occupational therapy practitioners offer activities and accommodations within their service to Social Participation promote successful performance in these settings. • Impaired social skills • Increased depression, anxiety, and emotional numbing WHAT IS CHILDHOOD TRAUMA? • Over activated traumatic stress response Childhood trauma is a psychologically distressing event involving “exposure to actual or threat- • Poor interpersonal boundaries ened death, serious injury, or sexual violence…” (American Psychiatric Association, 2013, p. 261). • Fear of failure/hyperawareness of possible failure, leading to decreased participation in activities Such events involve a sense of fear, helplessness, and horror. Childhood trauma occurs whenever • ADL deficiencies (listed below) that can lead to both internal and external resources are inadequate to cope with an external threat (van der Kolk, difficulty interacting with peers (e.g., being teased 1989). -
The Teaching and Learning of Psychological Trauma – a Moral Dilemma Derek Farrell & Charlotte Taylor
The teaching and learning of psychological trauma – a moral dilemma Derek Farrell & Charlotte Taylor The Teaching and Learning of Psychological Trauma – A Moral Dilemma DerekIntroduction Farrell and Charlotte Taylor HE GLOBAL BURDEN of psycho- remains hidden, especially in the developing Introduction:logical trauma cannot be overstated. world: unrecognised, undiagnosed, and TBoth natural disasters and wars account therefore untreated. Trauma and traumatic The globalfor much burden of the of global psychological burden of trauma trauma. cannot stress be exact overstated. a human andBoth socio-economic natural disasters toll and wars accountNatural for much disasters of the affect global some burden 250 million of trauma. that Natural is vast disasters in its magnitude affect and some immense 250 million in people each year.peopleThe each World year. BankThe World (2011) Bank estimates (2011) 1.5 billionits consequences people of the(Carriere, world’s 2014). population Figure currently1 live in estimates countries 1.5 afflicted billion people by political of the orworld’s criminal violenceshows four distinctand war. violences It has (Galtungbeen estimated et al., that some 500 millionpopulation people currently worldwide live suffer in fromcountries Post-‐ Traumatic1971) all Stress of which Disorders; contribute a majority to trauma. is womenThis and afflicted by political or criminal violence article focuses on direct violence. children.andPsycholo war. It hasgical been trauma estimated darkens that some and scars people’sDirect violencelives -‐ itcomprises is a silent acts intendedepidemic because much 500 millionof that people trauma worldwide remains suffer hidden, from especiallyto harm inhuman the beings. developing To understand world: unrecognized, undiagnosed,Post-Traumatic and therefore Stress Disorders; untreated. -
When Treatment Becomes Trauma: Defining, Preventing, and Transforming Medical Trauma
Suggested APA style reference information can be found at http://www.counseling.org/knowledge-center/vistas Article 73 When Treatment Becomes Trauma: Defining, Preventing, and Transforming Medical Trauma Paper based on a program presented at the 2013 American Counseling Association Conference, March 24, Cincinnati, OH. Michelle Flaum Hall and Scott E. Hall Flaum Hall, Michelle, is an assistant professor in Counseling at Xavier University and has written and presented on the topic of medical trauma, post- traumatic growth, and wellness for nine years. Hall, Scott E., is an associate professor in Counselor Education and Human Services at the University of Dayton and has written and presented on trauma, depression, growth, and wellness for 18 years. Abstract Medical trauma, while not a common term in the lexicon of the health professions, is a phenomenon that deserves the attention of mental and physical healthcare providers. Trauma experienced as a result of medical procedures, illnesses, and hospital stays can have lasting effects. Those who experience medical trauma can develop clinically significant reactions such as PTSD, anxiety, depression, complicated grief, and somatic complaints. In addition to clinical disorders, secondary crises—including developmental, physical, existential, relational, occupational, spiritual, and of self—can lead people to seek counseling for ongoing support, growth, and healing. While counselors are central in treating the aftereffects of medical trauma and helping clients experience posttraumatic growth, the authors suggest the importance of mental health practitioners in the prevention and assessment of medical trauma within an integrated health paradigm. The prevention and treatment of trauma-related illnesses such as post-traumatic stress disorder (PTSD) have been of increasing concern to health practitioners and policy makers in the United States (Tedstone & Tarrier, 2003). -
Long-Term Consequences of Child Abuse and Neglect
FACTSHEET April 2019 Long-Term Consequences of WHAT’S INSIDE Child Abuse and Neglect Physical health consequences Aside from the immediate physical injuries children Psychological can experience through maltreatment, a child’s consequences reactions to abuse or neglect can have lifelong and even intergenerational impacts. Childhood Behavioral maltreatment can be linked to later physical, consequences psychological, and behavioral consequences as well Societal as costs to society as a whole. These consequences consequences may be independent of each other, but they also may be interrelated. For example, abuse or neglect may Federal research on stunt physical development of the child’s brain and adverse childhood lead to psychological problems, such as low self- experiences esteem, which could later lead to high-risk behaviors, Preventing and such as substance use. The outcomes for each child reducing the long- may vary widely and are affected by a combination of term consequences factors, including the child’s age and developmental of maltreatment status when the maltreatment occurred; the type, Conclusion frequency, duration, and severity of the maltreatment; and the relationship between the child and the References perpetrator. Additionally, children who experience maltreatment often are affected by other adverse experiences (e.g., parental substance use, domestic violence, poverty), which can make it difficult to separate the unique effects of maltreatment (Rosen, Handley, Cicchetti, & Rogosch, 2018). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Long-Term Consequences of Child Abuse and Neglect https://www.childwelfare.gov This factsheet explains the long-term physical, Migraine headaches psychological, behavioral, and societal consequences of Chronic bronchitis/emphysema/chronic obstructive child abuse and neglect and provides an overview of pulmonary disease adverse childhood experiences (ACEs). -
Distress After Criminal Victimization Quantitative and Qualitative Aspects in a Two-Year Perspective
Distress after Criminal Victimization Quantitative and Qualitative Aspects in a Two-Year Perspective Olof Semb Department of Clinical Sciences Division for Psychiatry Umeå University Umeå 2011 Responsible publisher under swedish law: the Dean of the Medical Faculty This work is protected by the Swedish Copyright Legislation (Act 1960:729) ISBN: 978-91-7459-181-1 ISSN: 0346-6612 Elektronisk version tillgänglig på http://umu.diva-portal.org/ Printed by: Print & Media Umeå, Sweden 2011 “People have a hard time accepting the fact that bad things can happen to good people, and therefore, people will often alter their perceptions of a victim, assuming that they must somehow be at fault.” (Albert Camus) LIST OF PUBLICATIONS I Semb, O., Henningsson, M., Fransson, P., & Sundbom, E. (2009). Trauma-related Symptoms after Violent Crime: The Role of Risk Factors Before, During and Eight Months After Victimization. The Open Psychology Journal, 2, 77-88. II Semb, O., Henningsson, M., Strömsten, L., Fransson, P., & Sundbom, E. Psychological Distress Associated with Interpersonal Violence: A Prospective Two-Year Follow-Up Study of Female and Male Crime Victims (Accepted for publication, in revision) III Semb, O., Strömsten, L., Fransson, P., Henningsson, M., & Sundbom, E. (2011) Distress after a Single Violent Crime: How Shame-proneness and Event-related Shame Work Together as Risk Factors for Symptoms (Accepted for publication, in revision) IV Semb, O., Fransson, P., Henningsson, M., & Sundbom, E. Experiences of Victimization After Severe Interpersonal